Asserting academic legitimacy: the influence of the University of Technology sectoral agendas on curriculum decision-making

ABSTRACT

This paper argues that curriculum decision-making in the South African University of Technology (UoT) environment is affected not only by industry and disciplinary demands, but also by socio-structural features and ideologies particular to this educational sector. It supports the view that recontextualisation processes are subject to multiple socio-epistemic factors. The theoretical concept of regulative discourse is used to understand sectoral influences that direct recontextualisation rules. Two vignettes, taken from graphic design and Film Production courses at a UoT are drawn upon to illustrate recontextualisation processes. Curriculum and assessment practices in these courses ensure that industry texts and practices dominate the assessment regime, while reductionist and decontextualised approaches to academic writing are privileged. The argument advanced here has implications for practitioners seeking to ensure that vocational education students gain meaningful opportunities to actively participate and progress in both their fields of practice and in higher education.

KEYWORDS:

• Curriculum decision-making
• University of Technology
• recontextualisation
• academic drift
• academic writing

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. This is a committee composed of the vice-chancellors of the five universities of technology in South Africa. SATN serves as a national organisational structure for the UoT sector and promotes the development and debate of key concerns affecting the sector through the work of project committees for curriculum, research output, work integrated learning, etc. (2008, 7).